PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF DENGAN STRATEGI EVERYONE IS A TEACHER HERE TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA
DOI: https://doi.org/10.30605/bxnmw377
Pembelajaran Kooperatif, Strategi Everyone is a Teacher Here, Pembelajaran Langsung, Konsep Matematika
Abstract
Kajian ini merupakan penelitian eksperimen yang bertujuan untuk mengetahui pengaruh penerapan model pembelajaran kooperatif dengan strategi Everyone is a Teacher Here (ETH) terhadap pemahaman konsep matematika siswa. Rancangan eksperimen non-randomized pretest-posttest control group diterapkan pada dua kelas yang diambil dengan teknik cluster random sampling dari populasi siswa kelas XI Madrasah Aliyah Pompanua Bone. Jumlah sampel kelas eksperimen dan kelas kontrol masing-masing sebanyak 18 siswa dan 20 siswa. Kelas eksperimen mendapatkan perlakuan berupa model pembelajaran kooperatif dengan strategi ETH, sedangkan kelas kontrol diajar dengan model pembelajaran langsung. Data pemahaman konsep matematika siswa diperoleh melalui pretest dan posttest. Data diolah dengan teknik analisis statistik deskriptif dan teknik analisis statistik inferensial. Hasil penelitian menunjukkan bahwa: (a) rata-rata skor pretest kelas eksperimen secara signifikan setara dengan rata-rata skor pretest kelas kontrol; (b) rata-rata skor posttest kelas eksperimen secara signifikan lebih besar dari rata-rata skor posttest kelas kontrol; (c) rata-rata n-gain kelas eksperimen secara signifikan lebih besar dari rata-rata n-gain kelas kontrol; dan (d) ukuran pengaruh secara signifikan berada dalam interval positif. Dari hasil tersebut, disimpulkan bahwa model pembelajaran kooperatif dengan strategi Everyone is a Teacher Here berpengaruh terhadap pemahaman konsep matematika siswa kelas XI di Madrasah Aliyah Pompanua Bone.
Downloads
References
Amir, A. (2015). Pemahaman konsep dan pemecahan masalah dalam pembelajaran matematika. Logaritma, III(1), 13–28.
Amalia, L., Astuti, D. A., Istiqomah, N. H., Hapsari, B., & Daniar, A. S. (2023). Model pembelajaran kooperatif. Cahya Ghani Recovery.
Apriyanti, D. A. K., Sugiarta, I. M., & Suarsana, I. M. (2021). Pemahaman konsep matematika siswa dengan strategi everyone is a teacher here. Jurnal Analisa, 7(1), 13–22.
Arfah, S. A. (2025). Efektivitas model pembelajaran kooperatif tipe everyone is a teacher here pada pembelajaran matematika peserta didik kelas VIII SMPN 6 Dua Pitue Kabupaten Sidrap. Innovative: Journal of Social Science Research, 5(2), 2004–2017.
Arends, R. I. (2014). Learning to teach (Ed. ke-10). McGraw-Hill Education.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. A. (2019). Introduction to research in education (Ed. ke-10). Cengage.
Asiza, N., & Irwan, M. (2019). Everyone is a teacher here. CV Kaaffah Learning Center.
Astika, N., & Nyoman, N. A. (2012). Efektivitas model pembelajaran kooperatif tipe make a-match terhadap hasil belajar siswa. Jurnal Penelitian Fisika, 3(2), 110–117. https://doi.org/10.26877/jp2f.v3i2/SEPTEMBE.346
Badan Standar, Kurikulum, dan Asesmen Pendidikan (2022). Panduan pembelajaran dan asesmen. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (Ed. ke-8). Routledge.
Delsi, K., Sulistri, E., & Mayasari, D. (2024). Penggunaan strategi everyone is a teacher here berbantuan media kartu truth or dare untuk meningkatkan pemahaman konsep IPA siswa. Jurnal Basicedu, 8(1), 900–908. https://doi.org/10.31004/basicedu.v8i1.7035
Gohae, N. K. (2023). Pengembangan modul pembelajaran program linear untuk meningkatkan kemampuan pemahaman konsep matematika. FAGURU:Jurnal Ilmiah Keguruan, 2(1), 1–12.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Hamka, D., & Purwanto, H. (2021). Strategi everyone is a teacher here (ETH) untuk meningkatkan hasil belajar pemahaman konsep sains fisika. EduTeach: Jurnal Edukasi dan Teknologi Pembelajaran, 2(2), 51–58.
Hasanah, Z., & Himami, A. S. (2021). Model pembelajaran kooperatif dalam menumbuhkan keaktifan belajar siswa. IRSYADUNA: Jurnal Studi Kemahasiswaan, 1(1), 1–13.
Jacobs, G. M., & Kimura, H. (2013). Cooperative learning and teaching. TESOL International Association.
Jaelani, A. (2015). Pembelajaran kooperatif, sebagai salah satu model pembelajaran di madrasah ibtidaiyyah (MI). Al Ibtida: Jurnal Pendidikan Guru MI, 2(1), 1–16. https://doi.org/ 0.24235/al.ibtida.snj.v2i1.189
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
King, A. (2008). Structuring peer interaction to promote higher-order thinking and complex learning in cooperating groups. Dalam R. M. Gillies, A. F. Ashman, & J. Terwel (Ed.), The teacher’s role in implementing cooperative learning in the classroom (h. 73–91). Springer.
Maghfiroh, L. A., & Rozie, F. (2024). Pengaruh strategi pembelajaran everyone is a teacher here terhadap hasil belajar matematika siswa kelas V di UPT SDN 84 Gresik. Jurnal Media Akademik, 2(8), 1–18.
Nurafni, N. (2016). Gaya kognitif field dependent terhadap pemahaman konsep limit mahasiswa. Kalamatika: Jurnal Pendidikan Matematika, 1(2), 183–194. https://doi.org/10.22236/KALAMATIKA.vol1no2.2016pp183-194
Saputra, R. R. (2019). Model pembelajaran kooperatif dalam pembelajaran IPS. Judika (Jurnal Pendidikan Unsika), 7(1), 19–28. https://doi.org/10.35706/judika.v7i1.1801
Sari, J., & Hayati, F. (2019). Analisis kemampuan pemahaman konsep matematis siswa SMP pada materi kubus dan balok. Pi: Mathematics Education Journal, 2(1), 14–25.
Silberman, M. (2005). 101 ways to make training active (Ed. ke-2). Pfeiffer.
Slavin, R. E. (2012). Classroom applications of cooperative learning. Dalam K. R. Harris, S. Graham, T. Urdan, A. G. Bus, S. Major, & H. L. Swanson (Ed.), APA educational psychology handbook, Vol. 3. Application to learning and teaching (h. 359–378). American Psychological Association. https://doi.org/10.1037/13275-014
Solomon, R. D. & Davidson, N. (2023). Can cooperative learning enhance student thinking and question generation? Dalam R. M. Gillies, B. Millis, & N. Davidson (Ed.), Contemporary Global Perspectives on Cooperative Learning: Applications Across Educational Contexts (h. 13–26). Routledge.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pedagogy : Jurnal Pendidikan Matematika
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
